Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy

Mallette, Marla H.; Kile, Robert Steven.; Smith, Margaret M.; McKinney, Marilyn; Readence, John E.

doi:10.1016/s0742-051x(00)00009-3

Cited by 27 publications

(11 citation statements)

References 6 publications

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“…A sociocultural perspective, however, does not make a clear distinction between theoretical knowledge and practical knowledge (Ottesen, 2007); rather, it states that "particular combinations of knowing emerge in student teachers' and mentors' accounting practices" (p. 621). Both ways of thinking accept that the quality of the mentor teachers in the practicum institutions have serious impact on the development of the pre-service teachers (Allen, 2011;Allen & Wright, 2014;Bean, 2000;Mallette, Kile, Smith, McKinney, & Readence, 2000;Risko,Roskos, & Vukelich, 2002;Wolf, Ballentine, & Hill, 2000;Yayli, 2008). Useful support from the mentors could help pre-service teachers develop sound identities as prospective teachers while poor support might end in negative results.…”

Section: Conceptual Framework 1theory-practice Gapmentioning

confidence: 99%

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Yaylı

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Recent research has put much emphasis on the mentor teacher as an important stakeholder of the practicum period of teacher education. Also the issue of theory-practice gap has been studied in the field. With the developing technology in mind, this study aimed at investigating the mentor teacher support to pre-service teachers on theory-practice gap issues during the practicum. The qualitative data were collected through a) semi-structured interviews, b) online reflection and feedback, and c) a focus group interview. As a result of the content analysis, the emerging themes were mentor role vs. teacher role, knowledge of recent theory and personality traits. The findings were discussed under these sub-headings along with online collaboration among the participants. ÖzÖğretmen yetiştirme süreçlerinin önemli paydaşlarından biri olan okullarda uygulama öğretmenlerinin hizmet öncesi öğretmenlere vermiş olduğu destek son yıllarda bir çalışma konusu olmuştur. Aynı zamanda uygulama okullarında yaşanan kuram-uygulama boşluğu sorunu da çalışılmaktadır. Gelişen teknolojinin de ışığında, bu çalışmanın amacı uygulama öğretmenlerinin uygulama okullarında öğretmen adaylarına kuram-uygulama boşluğu açısından verdikleri desteği incelemektir. Bu nitel çalışmada veri a) yarı yapılandırılmış görüşmeler, b) bir çevrimiçi yansıtma ve dönüt ortamı ve c) bir odak grup görüşmesi yoluyla toplanmıştır. İçerik analizi sonucunda söz konusu destekle ilgili olarak ortaya çıkan alt başlıklar; danışman rolüöğretmen rolü, yeni kuramsal bilgi ve kişilik özellikleri olarak belirlenmiştir. Bulgular bu alt başlıklar ve çevrimiçi ortamda işbirliği açılarında yorumlanmıştır.Anahtar Sözcükler: Hizmet öncesi öğretmen yetiştirme, uygulama öğretmeni desteği, kuramuygulama boşluğu.* Bu çalışma Gavle, İsveç'te düzenlenen ATEE 2018 Yıllık Konferansı'nda sunulmuş ve Pamukkale Üniversitesi PAUBAP 2018KRM002-018 numaralı proje tarafından desteklenmiştir.

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Section: Conceptual Framework 1theory-practice Gapmentioning

confidence: 99%

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Yaylı

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Providing real world experiences by working directly with learners can provide a context for building self-efficacy (Ball and Cohen 1999;Haverback and Parault 2008;Mallette et al 2011). …”

Section: Self-efficacymentioning

confidence: 99%

“…The strength of the experience may lie in clearly defined expectations for pre-service teachers (Haverback and Parault 2008;Mallette et al 2011); however, it is quite likely that an extended experience working directly with learners in contexts that provide clear expectations and support building mastery can accomplish similar results. Furthermore, the teachers" sense of collaboration and community within the classroom context is also associated with increased self-efficacy and the academic achievement of learners (Guo et al 2011).…”

Section: Self-efficacymentioning

confidence: 99%

Self-Reflective Practices during Teaching and Learning of an Undergraduate Literacy Module

Phatudi

Joubert²,

Harris

2015

International Journal of Educational Sciences

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This paper is based on a field experience project designed as part of the foundation phase literacy programme. In this project, foundation phase teacher education student-teachers selected a teaching site and a learner or group of learners that they would teach to read in the afternoons and over the weekends. The aim of the project was to offer the teacher education student-teachers an opportunity to put theory into practice using self-reflective strategies that included group and individual reflections on instructional strategies presented in DVDs, reflections on microteaching lessons to the class, and reflections on teaching learners in local schools. During the time that they were working with their learners, they were also expected to confer with other teacher education student-teachers to exchange ideas, strategies and their "best practice" experiences with others. Three distinct stages emerged as student-teachers taught and reflected on their experiences. Student-teachers were initially unsure of their capability of taking on the project. The second stage was that of determination to grapple with the project and the last stage was resolving to take ownership of the project. This paper recommends that projects of this nature are necessary as they allow undergraduate student-teachers opportunities for authentic learning regarding the teaching of reading.

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“…Therefore, to provide grounds for reflection and interpretation of events that can lead to change in their classroom practices, there is a need for an analysis of pre-and in-service teachers' accounts of their experiences. In this study, I pursued such an analysis of meanings defined as combinations of beliefs and knowledge (Mallette, Kile, Smith, McKinney, & Readence, 2000) contained in their reflections in order to investigate the pre-service teachers' professional language use as a tool for tracing their theoretical knowledge base.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional language use by pre-service English as a foreign language teachers in a teaching certificate program

Yaylı

2012

Teachers and Teaching

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Since the language used by people has the potential to signal a membership in a discourse community, it is significant that prospective teachers speak the appropriate social language to be able to claim a strong membership in the community of teachers. This qualitative study explores a group of pre-service teachers' professional language use and their claims for membership in the teaching profession. In this study, a scrutiny of the meanings reflected by 21 pre-service teachers during their one-semester internship is provided to illustrate the extent to which their classroom practice brings about a change in both their professional language use and their recognition of themselves as valid members of the specific discourse community of English as a foreign language (EFL) teachers in Turkey. The methods of data collection in this study consisted of a blend of qualitative techniques: (1) the pre-service teachers' weekly field notes; (2) their weekly reflective reports on their own field notes and their classroom practice experiences; (3) their written responses to open-ended questions posed at the end of the semester; and (4) my observational notes which I took during weekly discussion sessions. Findings underscore that there are several reasons leading to the participants' limited professional language use. A focus on teachers' professional language use -a significant part and indicator of teachers' professional development -might help to reveal the dimensions of the processes involved in teachers' identity formation in different educational contexts as well as in mainstream contexts.

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Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy

Cited by 27 publications

References 6 publications

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Uygulama Öğretmenlerinin Hizmet Öncesi Öğretmenlere Kuram-Uygulama Boşluğu Desteği: Bir Çevrimiçi Uygulama

Self-Reflective Practices during Teaching and Learning of an Undergraduate Literacy Module

Professional language use by pre-service English as a foreign language teachers in a teaching certificate program

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